1. Welcome to TOWN Phase 2
Module 6
The presentation will commence at 3:30pm
All schools will be asked to contribute to
discussions; please have your feedback ready
VMR: 600020601
Please remember to ‘mute’ your microphone
( when not participating in discussions through the meeting )

2. Agenda for meeting
3:15 –
3:30pm
Registration, login / roll call
3:30 - 3:45pm Welcome and acknowledgement
Brief feedback from Continuous
Assessment task
3:45 - 4:15pm Using resources
4:15 - 4:40 pm Sustaining TOWN in the school
4:40 – 4:50pm What next-
4:50pm -
Close 5:00pm
Questions, discussion

3. Back toBack to
Feedback:
Suggestions – Continuous assessment and effective feedback
• How did you assess student understanding during the lesson?
• Describe your lesson assessment and feedback process
• How did students respond?
•What was the impact on student engagement and learning?
How did you know?
•What learning objects did you use?
Student progress update to Region;
Lesson Study implications;
Continuing to use SFF activities: what is working well?

4. Using Resources:
Alignment to numeracy continuum aspects

5. What is compensation?
To recognise that when the same amount is added to two numbers, the
difference remains the same.
Outcomes
NS2.2: Uses mental and written strategies for addition and subtraction
involving two-, three- and four-digit numbers
Framework reference
To move students to Place value level 2

6. What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the two numbers stays the same as long as we add to both
numbers, or subtract from them, the same quantity.
Using compensation with subtraction is different from using compensation
with addition.
With addition, the strategy of compensation is based on the total remaining
the same. Consequently, if something is added to one number, the other
number in the sum must be reduced by the same amount.
Example: 7 - 4
(add 10 to both numbers)
17 - 14
(add 4 to both numbers)
21 - 18
(subtract 7 from both numbers)
14 - 11

7. What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the two numbers stays the same as long as we add to both
numbers, or subtract from them, the same quantity.
Using compensation with subtraction is different from using compensation
with addition.
With addition, the strategy of compensation is based on the total remaining
the same. Consequently, if something is added to one number, the other
number in the sum must be reduced by the same amount.
Example: 7 - 4
(add 10 to both numbers)
17 - 14
(add 4 to both numbers)
21 - 18
(subtract 7 from both numbers)
14 - 11

8. What is compensation?
What is the purpose of developing this process?
What would you do next?
Refer to the What is compensation lesson plan and
Finding the Difference (.pdf)

9. What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the two numbers stays the same as long as we add to both
numbers, or subtract from them, the same quantity.
Using compensation with subtraction is different from using compensation
with addition.
With addition, the strategy of compensation is based on the total remaining
the same. Consequently, if something is added to one number, the other
number in the sum must be reduced by the same amount.
Example: 44 + 15 = ?
50 + __ = ? (same answer)

10. Learning Objects
Butterfly Wings
Blooming subtraction
Many other suitable resources have been distributed
to participants previously or they are available on
the Count Me In Too website

11. Sustaining the TOWN program

12. Sustaining the TOWN program

13. Factors perceived to contribute to program sustainability
• The expertise of the team leader
• Shared responsibility for implementing the action plan -Hence, not seen as the
sole responsibility of the team leader
• Regular whole-staff and Stage-based/team meetings
• Staff ’s understanding of the framework
• Integrating the framework with the syllabus and other curriculum materials
• High degree of collegiality amongst staff
• High degree of internal support
• Creative or “multiple” use of “basic” resources
• Collaborative planning
• Selection of a different staff member to lead the program and with the
previous facilitator retained as mentor or maths coordinator
• Whole school focus
• Utilising observational assessment to reduce the frequency of testing

14. Factors perceived as inhibiting to program sustainability
• High turn-over of staff or large proportion of casual staff
• Inexperience of the staff
• Staff attitude / Lack of commitment by some staff
• Competing numeracy programs operating in the school
• Absence of team meetings
• Lack of timetable flexibility
• Frequent interruptions to the school day
• Limited school executive support
• Perhaps the cultural background of parents could be seen as another
barrier. With the majority of parents requesting a focus on textbooks,
the formal written algorithm and memorisation of basic facts, they may
not understand nor support a focus on problem solving or one involving
the discussion of mental strategies.

15. Participants feedback
Please provide an insight into how you have implemented
TOWN in your school to improve student learning outcomes.
How successful was the program?
How will TOWN be sustainable in your school?
What was the most successful action that was implemented
from TOWN?
How can we improve participants involvement in TOWN to
improve student learning?

16. What next: planning matrix
The TOWN matrix describes a progression of program implementation
across three broad aspects, and nine focus areas. Schools can use the
matrix to identify their current level of program implementation as well as
future goals.

17. Where to next?
Complete the TOWN – teaching and learning phase teacher
assessment sheet

18. What next:
Thank you to schools and participants in the TOWN
program
Complete the student tracking sheets and send them to
Suzanne Gibson before 22nd
November. Contact us if
there are problems.
Complete and return the teacher assessment sheet to
Suzanne Gibson before 22nd
November.

19. Thank you –
Please send your attendance sheets to
suzanne.gibson@det.nsw.edu.au
or fax: 9208 7629
All other documentation: 22nd
November 2013
ivana.zekanovic@det.nsw.edu.au rowena.whittle@det.nsw.edu.au
suzanne.gibson@det.nsw.edu.au